Questions A-D I teach ESL students in grades 3-8 because we have so many younger students, there are 2-3 classes for some grades. I am focusing on Grade 5 today, using MCAS questions from 2010. The first question has to do with a student plugging in the toaster and asks what kind of energy actually toasts the bread. This is Standard 6 under Chemistry and Physics Grades 3-5. Our curriculum does cover this at the same time they are building circuits into flashlights and toy houses in Grade 5. I did not do this part of the curriculum because the grade level teachers teach it.
The second question was Differentiate between weather and climate. This is Standard 9 Earth and Space Science Grades 3-5.In Malden this was in Grade 6 curriculum. I know it was taught in Grade 6 this year but maybe it was a review. I taught it having the kids use weather records for a state in the US assigned to them. They had to use the internet to go back 100 years. It was hard to get them to understand how long records must be kept to show climate. We also shared findings on weather measuring machines machines and tried to grasp relative humidity. We are talking about setting up a weather station in the near future.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
View images/objects
Proberware, temperature guns
Procedural Knowledge Building
Gather temp measures at different points in the school yard
Use Vernier or other to create data maps showing variety of temperatures in school yard
Knowledge Expression
Present findings to other students explaining why the temps vary.
Make a Prezi or glog to present information.
Stage 1 Activity: Make temperature readings from different parts of the schoolyard. Create a graphic to illustrate your findings.
Objective: Students will be able to consider how scientific data is gathered in the real world.
Activity type: Procedural Knowledge Building 1) Measure temperature with temp sensors at different locations in the school yard 2) Generate graphic display using software (possibly Vernier graphs)
Instructions: 1. With a partner, practice using your temperature probe. 2. Check batteries and readings
3. Fill in info data form- team, number of measuring device.
4. Write a prediction about the information you will collect: What is the hottest place outside?
5. Be sure to write the location you are testing and its distance from the ground.
Online component: We will be using software that comes with the temperature probes. We also have some Vernier equipment to use for graphing'
Assessment: Dipstick: We got many different readings while measuring the temperature around the schoolyard. Explain how you think meteorologists decide what temperature to say on TV.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
<>Students need to learn about molecules and atoms. I want to begin with mini-lessons about what is the smallest part of earth. What moves all the time, but isn't a living thing? How could you see the?. I will find some kid material on line, but I also need to use video of Brownian motion. I think the kids' understanding will be quite varied and I am sure Anime and the Simpsons will play a part.
For this assessment, I think I will use Quizlet to cover vocabulary and toon doo for the content.
Connie - Please share a Qwizlet that you have created for use in your lesson.
Quizlet is having a meltdown tonight. I got a wonderful Q about weather for 6th grade and I saw atoms when I looked last month, but it is down tonight. I'll try tomorrow. Wednesday:I found the vocabulary I want to use. It has 5 words and definitions. There are 2 games to use- scatter and a game where you kill things- so I am using Scatter. ESL kids will do better with 5 words about atoms.
It was created in 2009 by babyteacher. The terms used were atom, electron, proton, neutron, and matter, The definitions were clear and simple. However I cannot find it tonight- so I would suggest making your own and sending it to yourself. They have a lot of stuff and it is handy especially the games- for practice.
Black Box Investigation Objectives: Students will be able to converse with 3 fellow students about the words on the box. They may define the words in the group and try to guess the missing word.
Language objectives: Students will become familiar with new physics vocabulary.
Describe: Students will have to use their ideas about the words on the box to come to agreement (or not) about the missing word on the bottom.
Participation: Each student must give an idea.
The whole group will exchange possibilities and add new word ideas if they think they have figured it out early.
Students will come to a conclusion and explain why they think they are right.
Materials: Black box, paper, pen.
Stage 2 Activity: Detecting Sunlight with Ultra-violet Detection Beads
Objective: Students will be able to determine that ultra violet light can go through some materials.
Language Objective: Students will be able to explain- orally- why the beads change color. New vocabulary: ultra violet, detection, block(s), radiation, sunscreen
Standard: MA Science and Technology Standard 4 Recognize that the sun supplies heat and light to earth and is necessary for life.
Misconceptions: 1. The sun goes around the earth. 2. Sunlight is good for everything. 3. We don't need the sun for heat because we have stoves and furnaces. 4.The sun is too dangerous and will burn our skin. 5. Sunlight is reflected by white clothing.
Task: Discover how our detection beads work? What will they tell us?
Procedure: 1. Distribute strings of UV responsive beads. 2. Take kids to a window to look at their beads.
3. Ask why they think the beads are changing color.
4. Let them experiment and write down results for 8-10 minutes.
5. Put students in groups of 2-4.
6. Find a place in the sun and have students place 3 beads in each of 9 canisters (film- if you can find them)
7. Place canister one on ground with nothing over it.
8. Lay a piece of white cloth over #2.
9. Lay a piece of black fabric over #3
10. Put sunglasses over canister #4
11. Put a baseball cap over #5
12. Fill the canister with water and put beads on a paper clip so they won't float.
13. Cover # 7 with plastic wrap
14. Cover #8 with plastic wrap and apply a coat of sunscreen.SPF 15
15. Cover # 9 with an SPF 30 sunscreen.
Let canisters sit for 5 minutes while students write down their predictions for their group's cans.
Students open canisters in their group one at a time and record observations.
Grouping: 3-4 in a group- depending on class size
Web 2.0 online component:
Students will make a presentation page using their group's data. They may illustrate it using Toon Doo or another website.
Or they can put it in a Glog working with their group. If I do this in the spring, I will have them video or photograph their groups' work.
We need some indoor practice doing this first.So I could have then video presentations.
Classroom materials:
, film-or other- canisters, Clipboards, paper, pencils, video or still camera
Assessment: Rubric including cooperation, participation, expressing ideas, and helping with the glog, cartoon strip or whatever.
There will also be a rubric for the finished product.
Adapted from sciencelinks.com/media/filer/2011/10/07/sensing-procedure.pdf
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Constance Egan
Lesson Title: Light, Heat, Sun!
Grade Level: 5 (adaptable for younger or older groups)
State Standards: Grade 5 #13 and # 14
Lesson Question: How does Earth benefit from the sun?
Introduction: Young women and men I have a mission for you! Humans have been on Earth for 6-7 million years enjoying the bounty of this marvelous planet. But they seldom think of what that nearby star, the sun, has done to make their lives possible. (Sun 4.6 billion years) You, my young friends can accept the challenge of changing all this!
Task: Your task is to find out all the things the sun does to make life on Earth worth living.
.Video :www.youtube.com/watch?v=9ijEsarKkU
"The Sun, Our Local Star- part 1- You Tube 8 min. Science@ESA March 19, 2010
Process: FIRST: You will become part of a team of 2 or 3. Each student will be given a list of resources; you may add to the list.
Second: You will research an aspect of the sun's work - food, light, heat, water and wind. Some of you will use similar information.
Third: Your team will examine a list of websites, gather evidence and collect photos.
Fourth: You may illustrate your information with a Toon Do or other drawing or cartoon.
Fifth: You will write a rough draft of your information for review by your teacher.
(Be sure to list the websites and books you have used)
Sixth: Your group will make a Prezi to support your ideas about the sun.
Seventh:Your group will present your Prezi to the class.
Conclusion: Class discussion will follow the presentations focusing on the question:What if the sun suddenly disappeared? PS
Assessments: Students will self-assess using rubric for information developed and working together in the group.
Test from Unit on Space in Fifth Grade Text- MacMillan/McGraw-Hill.
Written work:Write a story to explore an Earth without the sun.
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Find 5 important facts about your focus
find 10 good photos about your focus
Prezi contains at least 1 video.
Prezi contains at least 1 game (could be Quizlet vocabulary)
Work peacefully and quietly
Resources: I am really sorry about this messy resource list. I wanted to reformat, but I was afraid I'd lose my hard fought videos and URLs. I can only get the URL's when I click on the green arrows.
For Hello, Sun!, We've included background information and classroom activities in the Appendix relating to how Scandinavians one thousand years ago used ...**
THE SUN, THE MOON AND OUR SOLAR SYSTEM. TEACHER NOTES TO SHARE WITH STUDENTS. The Sun is the biggest feature in our solar system. It is the ... 5. American Museum of Natural History- OolgyThis site has a variety of sun worshiping Aztec, etc. icons. http://www.amnh.org/content/search?SearchText=the+sun&x=-1055&y=-54
10. Food and people- the sun provides soil, water, and light, but... news.nationalgeographic.com/news 11. Is there enough food on Earth to sustain the people on it?Toothman, Jessika. how stuff worksscience.howstuffworks.com/environmental/conservation/issues/food-sustainance
Oct 20, 2008 - well, warm ocean bottom or not, it would still be bad if the sun went out...but ... on an object at a certain point is space without any regard to time.
Workshop Wiki Page - Constance Egan
Workshop 2 - MCAS Assessments & Curriculum Map
Questions A-D I teach ESL students in grades 3-8 because we have so many younger students, there are 2-3 classes for some grades. I am focusing on Grade 5 today, using MCAS questions from 2010. The first question has to do with a student plugging in the toaster and asks what kind of energy actually toasts the bread. This is Standard 6 under Chemistry and Physics Grades 3-5. Our curriculum does cover this at the same time they are building circuits into flashlights and toy houses in Grade 5. I did not do this part of the curriculum because the grade level teachers teach it.The second question was Differentiate between weather and climate. This is Standard 9 Earth and Space Science Grades 3-5.In Malden this was in Grade 6 curriculum. I know it was taught in Grade 6 this year but maybe it was a review. I taught it having the kids use weather records for a state in the US assigned to them. They had to use the internet to go back 100 years. It was hard to get them to understand how long records must be kept to show climate. We also shared findings on weather measuring machines machines and tried to grasp relative humidity. We are talking about setting up a weather station in the near future.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
Stage 1 Activity: Make temperature readings from different parts of the schoolyard.
Create a graphic to illustrate your findings.
Objective: Students will be able to consider how scientific data is gathered in the real world.
Activity type: Procedural Knowledge Building
1) Measure temperature with temp sensors at different locations in the school yard
2) Generate graphic display using software (possibly Vernier graphs)
Instructions: 1. With a partner, practice using your temperature probe.
2. Check batteries and readings
3. Fill in info data form- team, number of measuring device.
4. Write a prediction about the information you will collect: What is the hottest place outside?
5. Be sure to write the location you are testing and its distance from the ground.
Online component: We will be using software that comes with the temperature probes.
We also have some Vernier equipment to use for graphing'
Classroom materials: Pens, paper, photos, weather books, weather maps and isobar studies.
Assessment: Dipstick: We got many different readings while measuring the temperature around the schoolyard.
Explain how you think meteorologists decide what temperature to say on TV.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
<>Students need to learn about molecules and atoms. I want to begin with mini-lessons about what is the smallest part of earth. What moves all the time, but isn't a living thing? How could you see the?. I will find some kid material on line, but I also need to use video of Brownian motion. I think the kids' understanding will be quite varied and I am sure Anime and the Simpsons will play a part.
For this assessment, I think I will use Quizlet to cover vocabulary and toon doo for the content.
Connie - Please share a Qwizlet that you have created for use in your lesson.
Quizlet is having a meltdown tonight. I got a wonderful Q about weather for 6th grade and I saw atoms when I looked last month, but it is down tonight. I'll try tomorrow. Wednesday:I found the vocabulary I want to use. It has 5 words and definitions. There are 2 games to use- scatter and a game where you kill things- so I am using Scatter. ESL kids will do better with 5 words about atoms.
It was created in 2009 by babyteacher. The terms used were atom, electron, proton, neutron, and matter, The definitions were clear and simple. However I cannot find it tonight- so I would suggest making your own and sending it to yourself. They have a lot of stuff and it is handy especially the games- for practice.
Workshop 6 - Scientific Investigations
Part 3
Black Box Investigation
Objectives: Students will be able to converse with 3 fellow students about the words on the box. They may define the words in the group and try to guess the missing word.
Language objectives: Students will become familiar with new physics vocabulary.
Describe: Students will have to use their ideas about the words on the box to come to agreement (or not) about the missing word on the bottom.
Participation: Each student must give an idea.
The whole group will exchange possibilities and add new word ideas if they think they have figured it out early.
Students will come to a conclusion and explain why they think they are right.
Materials: Black box, paper, pen.
Stage 2 Activity: Detecting Sunlight with Ultra-violet Detection Beads
Objective: Students will be able to determine that ultra violet light can go through some materials.
Language Objective: Students will be able to explain- orally- why the beads change color. New vocabulary:
ultra violet, detection, block(s), radiation, sunscreen
Standard: MA Science and Technology Standard 4
Recognize that the sun supplies heat and light to earth and is necessary for life.
Misconceptions: 1. The sun goes around the earth.
2. Sunlight is good for everything. 3. We don't need the sun for heat because we have stoves and furnaces. 4.The sun is too dangerous and will burn our skin. 5. Sunlight is reflected by white clothing.
Task: Discover how our detection beads work? What will they tell us?
Procedure:
1. Distribute strings of UV responsive beads.
2. Take kids to a window to look at their beads.
3. Ask why they think the beads are changing color.
4. Let them experiment and write down results for 8-10 minutes.
5. Put students in groups of 2-4.
6. Find a place in the sun and have students place 3 beads in each of 9 canisters (film- if you can find them)
7. Place canister one on ground with nothing over it.
8. Lay a piece of white cloth over #2.
9. Lay a piece of black fabric over #3
10. Put sunglasses over canister #4
11. Put a baseball cap over #5
12. Fill the canister with water and put beads on a paper clip so they won't float.
13. Cover # 7 with plastic wrap
14. Cover #8 with plastic wrap and apply a coat of sunscreen.SPF 15
15. Cover # 9 with an SPF 30 sunscreen.
Let canisters sit for 5 minutes while students write down their predictions for their group's cans.
Students open canisters in their group one at a time and record observations.
Grouping: 3-4 in a group- depending on class size
Web 2.0 online component:
Students will make a presentation page using their group's data. They may illustrate it using Toon Doo or another website.
Or they can put it in a Glog working with their group. If I do this in the spring, I will have them video or photograph their groups' work.
We need some indoor practice doing this first.So I could have then video presentations.
Classroom materials:
, film-or other- canisters, Clipboards, paper, pencils, video or still camera
Assessment: Rubric including cooperation, participation, expressing ideas, and helping with the glog, cartoon strip or whatever.
There will also be a rubric for the finished product.
Adapted from sciencelinks.com/media/filer/2011/10/07/sensing-procedure.pdf
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Constance Egan
Lesson Title: Light, Heat, Sun!
Grade Level: 5 (adaptable for younger or older groups)
State Standards: Grade 5 #13 and # 14
Lesson Question: How does Earth benefit from the sun?
Introduction: Young women and men I have a mission for you! Humans have been on Earth for 6-7 million years enjoying the bounty of this marvelous planet. But they seldom think of what that nearby star, the sun, has done to make their lives possible. (Sun 4.6 billion years) You, my young friends can accept the challenge of changing all this!
Task: Your task is to find out all the things the sun does to make life on Earth worth living.
.Video :www.youtube.com/watch?v=9ijEsarKkU
"The Sun, Our Local Star- part 1- You Tube 8 min. Science@ESA March 19, 2010
Process:
FIRST: You will become part of a team of 2 or 3. Each student will be given a list of resources; you may add to the list.
Second: You will research an aspect of the sun's work - food, light, heat, water and wind. Some of you will use similar information.
Third: Your team will examine a list of websites, gather evidence and collect photos.
Fourth: You may illustrate your information with a Toon Do or other drawing or cartoon.
Fifth: You will write a rough draft of your information for review by your teacher.
(Be sure to list the websites and books you have used)
Sixth: Your group will make a Prezi to support your ideas about the sun.
Seventh:Your group will present your Prezi to the class.
Conclusion: Class discussion will follow the presentations focusing on the question:What if the sun suddenly disappeared?
PS
Assessments: Students will self-assess using rubric for information developed and working together in the group.
Test from Unit on Space in Fifth Grade Text- MacMillan/McGraw-Hill.
Written work:Write a story to explore an Earth without the sun.
Assessment Rubric
Prezi contains at least 1 video.
Prezi contains at least 1 game (could be Quizlet vocabulary)
Resources: I am really sorry about this messy resource list. I wanted to reformat, but I was afraid I'd lose my hard fought videos and URLs. I can only get the URL's when I click on the green arrows.
1. **For Students 5-8 | NASA
This is a great website for preteens and teens.NASA has tons of stuff that interests kids interested in experiments.2.Solar System | Science On a Sphere - NOAA - National Oceanic and ...
sos.noaa.gov/.../solar_system.html
The Sun is an astonishing 861,800 miles in diameter. The sun is also a huge thermonuclear reactor. ... which we benefit from here on Earth.
3. ECT: Hello, Sun! - HEA
hea-www.harvard.edu/ECT/Hello/hello.htmlhea-www.harvard.edu/ECT/Hello/hello.html
For Hello, Sun!, We've included background information and classroom activities in the Appendix relating to how Scandinavians one thousand years ago used ...**
4. THE SUN, THE MOON AND OUR SOLAR **...** - SDSC Education
education.sdsc.edu/teachertech/downloads/sun_lesson.pdfeducation.sdsc.edu/teachertech/downloads/sun_lesson.pdf
THE SUN, THE MOON AND OUR SOLAR SYSTEM. TEACHER NOTES TO SHARE WITH STUDENTS. The Sun is the biggest feature in our solar system. It is the ...
5. American Museum of Natural History- OolgyThis site has a variety of sun worshiping Aztec, etc. icons.
http://www.amnh.org/content/search?SearchText=the+sun&x=-1055&y=-54
6. Globio-Glosspedia
http://www.globio.org/glossopedia/article.aspx
7. Discovery Kids :: Tell Me - The Sun
Tell Me > Earth > The Sun. The Sun. ... If we disappeared tomorrow, the sun wouldjust keep on cooking up the vast store of hydrogen in its core. ...
http://kids.discovery.com/tell-me/earth/the-sun
8. Discovery Kids :: Tell Me - How does the sun provide heat and ...
Nuclear fusion reactions in the core of the sun provide us with heat and light.Learn how the sun works from this article. ...sun provide heat and light? ...
http://kids.discovery.com/tell-me/space/how-does-the-sun-provide-heat-and-light
9. Articles about the role of the sun in Earth's climate. Also science lesson plans
http://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate
10. Food and people- the sun provides soil, water, and light, but...
news.nationalgeographic.com/news
11. Is there enough food on Earth to sustain the people on it?Toothman, Jessika. how stuff worksscience.howstuffworks.com/environmental/conservation/issues/food-sustainance
12. Earth's primary source of energy
http://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate/the-sun-earth%E2%80%99s-primary-energy-source
13. Without the sun, the dinosaurs died...
http://www.scholastic.com/teachers/article/why-did-all-dinosaurs-become-extinct
14. Without the sun, what would happen to us?
If The Sun Went Out, How Long Would Life On Earth Survive **...**
www.popsci.com/node/2469by Holly Otterbein - in 79 Google+ circlesOct 20, 2008 - well, warm ocean bottom or not, it would still be bad if the sun went out...but ... on an object at a certain point is space without any regard to time.